Vocabulary and 
                                      Teaching Tips                                                      grammar 1
          Dictogloss
          Dictogloss is a technique in which the teacher reads a short text and the learners make brief notes and then try to 
          reconstruct the text in groups. Unlike traditional dictation, there is a gap between the listening and writing phases, 
          giving learners time to think and discuss how best to express the ideas. The aim is not to reproduce the text word 
          for word, but to convey the meaning and style of the text as closely as possible.
          Dictogloss is a powerful way of focusing attention on precise meaning, as well as on correct use of grammar. 
          Because it is a co-operative activity, it is challenging without being threatening and it gives learners a chance to 
          discuss language and to learn from each other.
          At higher levels it can be used with authentic texts (e.g. from newspapers) and can focus on whatever vocabulary 
          and grammar happens to occur in the text. At lower levels, it works well as a review activity, using a text (or part of 
          a text) from an earlier lesson. As this is a very intensive activity, it’s best to use short texts so the class doesn’t lose 
          interest.
          The example below shows a typical procedure at B1/B2 level, using a story about a wildlife photographer.
          1  Show a photo of a polar bear in the Arctic, to set the 
             scene and establish key vocabulary.
          2  Read the text once through at normal speed.                I was in the Arctic with an Inuit guide, 
             Learners listen but don’t write anything.                  a long way above the Arctic Circle, 
          3  Read the text again at normal speed, but this time         where I was taking photographs of seals 
             pause after each sentence to give time for learners to     underwater. After a few days the weather 
             make brief notes (they shouldn’t try to write out the      turned bad and we decided to spend the 
             whole sentence).                                           night on the ice. Early the next morning I 
          4  Learners sit in small groups and compare their notes.      was lying in the tent, just waking up, when 
             Working together, they try to reconstruct the story,       I felt something moving against my feet. I 
             with one person in the group acting as ‘secretary’. If     looked to see what it was, and I could see 
                                                                        the shape of a young polar bear which was 
             possible, they should write it on a computer or an OHP     playing with my feet through the wall of 
             transparency. It doesn’t need to be precisely the same     the tent. I kept as still as I could, and very 
             as the original, but it should convey the meaning as       quietly woke the guide and told him what 
             closely as possible and also keep the same style.          was happening. He said, ‘Don’t worry, just 
          5  One person from each group shows their version (or         stick your head out of the tent and it will go 
             reads it out). The others comment on it and correct        away.’ So I said. ‘Well, you stick your head 
             any grammatical errors.                                    out of the tent.’ And that’s exactly what he 
                                                                        did – he stuck his head out of the tent, and 
          6  Show the class the original story to compare, and          sure enough the polar bear went away.
             focus on any features of vocabulary (e.g. a long way, 
             kept ... still, stick … out of, sure enough) or grammar 
             (e.g. past progressive tense).
          Some possible variations:
          •  Before the fi rst reading, ask learners to write numbers in their books, as a heading for each sentence (so in this 
             case 1–8). This makes it easier for them to organise their notes.
          •  Before learners work in groups, they could try writing a rough version of the text on their own. Then they come 
             together for stage 4 and compare what they have written.
          •  For stages 5 and 6, go through the text sentence by sentence. For each sentence get each group to read out 
             their version, then show the original sentence and focus on grammar or vocabulary. Then go on to the next 
             sentence, and so on. This is a good way to keep learners’ attention, and works well if learners can’t easily 
             show their texts to the class.
                           Teaching Tips                            Photocopiable © Cambridge University Press 2013